We aim to develop confident,
fluent and enthusiastic writers. Writing is mainly delivered in a
cross-curricular manner using our curriculum as the stimulus. This takes
place alongside daily basic skills sessions (which focus on handwriting, spelling
and phonics) as well as discreet teaching of ‘Grammar, Punctuation and
Spelling’ (GPS) content.
are given regular opportunities to produce extended pieces of creative writing. A progression of grammar, sentence level and punctuation objectives are used to inform planning.
are taught a variety of sentence structures; we have recently began to teach
Alan Peat sentences, to use within their writing. Children also use success criteria that link directly to their learning objectives. These are used for staff, self and peer assessment.
use a range of strategies to support the teaching of writing. These include: Quality stimulus, WAGOLLs (What a good one
looks like…), Vocabulary mats and displays, checklists and pupil conferencing
All classes begin by reading
and discussing quality pieces of writing, exploring different examples of that
¾ Children are explicitly taught aspects of
grammar, sentence level and punctuation relevant to the text type. Staff model
these skills and scaffold these where necessary.
¾ Children combine these skills with their
knowledge of modelled text examples to plan their own writing.
¾ Children independently apply what they have
learnt in their own extended piece of writing.
¾ Children are taught how to edit and improve
their work through peer, whole class and small group editing. Children use a
success criteria linked to the taught skills to reflect on, edit and then self
or peer asses their writing.